Teaching as a Second Career - ERICTeaching as a Second Career p. vi findings and previous research,...

TEACHING AS ASECOND CAREER

Peter D. Hart Research Associates, Inc.September 2008

conducted on behalf of

Teaching as a Second Career

Conducted on behalf of the Woodrow Wilson

National Fellowship Foundation

by

Peter D. Hart Research Associates, Inc.

with commentary by David Haselkorn, Senior Fellow,

The Woodrow Wilson National Fellowship Foundation

September 2008

Peter D. Hart Research Associates, Inc.

1724 Connecticut Avenue, NW Washington, DC 20009

202-234-5570

The Woodrow Wilson National Fellowship Foundation 5 Vaughn Drive, Suite 300 � Princeton, NJ 08540

609-452-7007 � www.woodrow.org

To obtain hard copies of this report, please email [email protected]. Copies may also be downloaded from the Web site of the Woodrow Wilson National Fellowship

Foundation at http://www.woodrow.org/policy.

Cover photos (left to right): © Beverly Sanford/Woodrow Wilson Foundation; © David Binder/Jobs for the Future; ©Tom Grill/Corbis.

Teaching as a Second Career p. i

Table of Contents

Foreword ....................................................................................................................................... iii

Introduction .................................................................................................................................. iv

I. Methodology ..................................................................................................................... 1

II. Executive Summary ......................................................................................................... 2

III. Overview of the Sample .................................................................................................. 5

IV. The Appeal of Teaching .................................................................................................. 8

V. The Appeal of Specific Types of Teaching Positions ................................................ 11

VI. The Economics of Teaching .......................................................................................... 13

VII. Teacher Certification Programs .................................................................................. 16

VIII. Actions for Policymakers .............................................................................................. 19

Teaching as a Second Career p. ii

Teaching as a Second Career p. iii

FOREWORD

The Woodrow Wilson National Fellowship Foundation identifies and develops leaders and

institutions to address critical challenges in education. To accomplish this, the Foundation

awards fellowships to enrich human resources, works to improve public policy, and assists

organizations to enhance practice in the U.S. and abroad.

The Foundation has historically recruited teachers, scholars, and leaders for American

colleges and universities. Today, the United States’ key educational challenges lie in its

public schools, particularly those that serve low-income, high-need students. To help narrow

the nation’s achievement gap, Woodrow Wilson is now focusing on the need to attract

talented individuals to secondary school teaching and to build colleges’ and universities’

capacity to prepare them for success in the schools that need them most.

The Foundation has created a new Woodrow Wilson Teaching Fellowship to carry out this

work. It will also periodically conduct and publish research that complements this

Fellowship, focusing on ways to improve policies and practices for teacher recruitment and

development in high-need schools, and on developing a deeper understanding of public

attitudes toward teaching.

In 2007, the Woodrow Wilson Foundation, with support from the Lehman Brothers

Foundation, commissioned Public Agenda to conduct a series of focus group interviews

around the country. Interviewers explored interest in teaching careers among academically

outstanding college students, recent graduates still undecided in their careers, and potential

career changers.

Upon the completion of these interviews, MetLife Foundation, concerned specifically with

understanding the human resource potential of prospective career changers in teaching, funded

Woodrow Wilson to expand its research with two projects. Results of the first, a review of what

is and is not known about career changers in teaching, have been published as a companion

volume to this document. The second was a public opinion survey aimed at gauging interest in

teaching among the general college-educated population in the United States, and assessing

what would be required to tap its potential more fully for the nation’s classrooms.

This report contains the findings from that public opinion survey, conducted by Peter D. Hart

Research Associates for the Foundation in February 2008. Their findings are supplemented by

an introduction and commentary by David Haselkorn, Senior Fellow at the Woodrow Wilson

Foundation, offering additional educational policy context, perspectives, and insights that

draw upon the Foundation’s previous MetLife-Foundation-supported research.

The Woodrow Wilson National Fellowship Foundation expresses its deep appreciation to

MetLife Foundation and its president, Sibyl Jacobson. Through the annual MetLife Survey of the

American Teacher and other studies, MetLife and MetLife Foundation have made invaluable

contributions to current understandings of both veteran and new teachers’ attitudes and

experiences, supporting positive change in preparation, induction, professional development

practices, and policies. The present work seeks to add the perspectives of a substantial pool of

prospective career changers to this important body of first-person and policy-focused research

Teaching as a Second Career p. iv

on teachers. The support of Lehman Brothers for the companion study conducted by Public

Agenda has also greatly benefited Woodrow Wilson’s work on these issues, and thanks are due

to Richard S. Fuld, Jr., the chairman and chief executive officer of Lehman Brothers Inc. and

Lehman Brothers Holdings Inc., as well as to Francine Kittredge, president of the Lehman

Brothers Foundation.

The Foundation also extends its thanks to Geoff Garin, chief executive officer, and Jeff

Horwitt, senior research analyst, of Peter D. Hart Research Associates. Their enthusiastic

collaboration helped overcome a number of methodological challenges, and brought to bear

both broad-ranging opinion research expertise and a deep sensitivity to the issues of teaching

in America throughout this project.

The Woodrow Wilson Foundation aspires to make its policy research relevant and useful not

only to its own efforts to shape and implement new programs, but also to the work of leaders

and colleagues throughout American education. We trust that this report and its companion

volume, as the first in a series of occasional publications, will achieve this aspiration.

Arthur Levine

President

Teaching as a Second Career p. v

INTRODUCTION

Talented, well-prepared, and effective teachers are the key to improved educational outcomes. But

such teachers are often in scarce supply for the students that need them the most. According to the

National Comprehensive Center for Teacher Quality, low income and minority students in at-risk

and hard to staff schools “consistently have teachers with little experience or marginal qualifications.”1

Moreover, high initial teacher turnover and an imminent retirement bulge within the teacher

workforce will exacerbate the challenge to recruit and retain a sufficient number of committed and

highly effective teachers for these and other schools in the years to come.2

The Business-Higher Education Forum (BHEF) has projected that our nation will need more than

280,000 new mathematics and science teachers by 2015, for example. To address chronic teacher

shortages in math and science, national reports such as Rising Above the Gathering Storm, the BHEF report

An American Imperative, and the Glenn Commission report, Before It’s Too Late, have called for expanded

recruitment of mid- and second-career teachers from professions such as engineering, computing,

health sciences, and accounting because of their content knowledge and expertise in these fields.

Across these and a variety of other subjects and grade levels, mid- and second-career teacher

candidates offer a prospective talent pool for the nation’s schools. This pool’s potential, however, has

yet to be fully tapped, despite substantial growth in the number of programs targeting such candidates

in recent years. In addition to their presumed subject-matter backgrounds in high-demand disciplines,

midcareer professionals who choose to enter teaching can bring new maturity and experience to the

nation’s talent base of educators and help connect teaching and learning to expanded applications in

the world of work. They also offer a pool of prospective teachers that is potentially more diverse—

racially, ethnically, and by gender—than current enrollment trends in undergraduate teacher

education. However, there is a great deal we do not know about the size of the pool of potential

teachers among college-educated adults, their views of the teaching profession, their motivations for

considering a career change, the incentives and deterrents they perceive to career transition, what

they seek in a prospective preparation program, and more.

In 2007, the Woodrow Wilson National Fellowship Foundation launched a new teaching fellowship

designed to recruit and prepare a new generation of top teacher talent for the nation’s schools. Aimed

at both traditional-age and midcareer candidates, the initiative offers $30,000 Fellowships to individuals

with strong records of academic performance, professional accomplishment, and community

contribution, along with the opportunity to enroll in specially designed master’s degree programs of

teacher preparation. Seeking to tap as broad a talent pool as possible for the initiative, the Foundation

asked the survey research firm of Peter D. Hart Research Associates to probe interest in teaching

careers among a representative national sample of college educated men and women, ages 24 to 60.

This report examines their views on a potential career change to teaching. It offers directions for

policy makers, preparation programs, and researchers by examining their motivations and opinions of

a potential career change in depth. Further perspective is provided in observations and commentary

that highlight key findings and place them in the context of the nation’s most critical teacher

recruitment and development challenges and trends. An additional section, drawing on both these

1 “Emerging Strategies to Improve Teacher Quality in At-Risk and Hard to Staff Schools and Subject Areas”

Rowland, Courtney, Web Presentation, October 2007. 2 Over the next decade it is estimated that the nation will need to hire two million teachers to replace

substantial numbers of current baby-boom generation teachers nearing retirement and replenish novice teacher

ranks perennially depleted by high levels of new teacher attrition.

Teaching as a Second Career p. vi

findings and previous research, sets forth recommendations to strengthen the programs designed to

recruit and prepare potential second-career teachers for classroom careers.

The report’s central findings and analyses were prepared by Peter D. Hart Research Associates.

Additional observations and commentary representing the perspectives of David Haselkorn, Senior

Fellow at the Woodrow Wilson National Fellowship Foundation, supplement these findings, and are

incorporated in the text, but clearly identified typographically.

Teaching as a Second Career p. 1

I. METHODOLOGY

From February 5 to 25, 2008, Hart Research conducted a total of 2,292 interviews on behalf of the

Woodrow Wilson National Fellowship Foundation. Screening interviews were designed to identify a

target audience of college-educated adults who would consider teaching as a potential career. To be

eligible, respondents had to be 24 to 60 years old and have had obtained at least a bachelor’s degree. A

total of 2,000 telephone interviews were conducted among this population, and an additional 292

interviews were conducted online among harder-to-reach groups, including 24- to 29-year-olds,

Hispanics, and African Americans. The online interviews were included to increase the sample sizes for

these groups among the target population for this research, college educated adults who would

consider teaching as a potential career choice in the future. The combined telephone and online

interviews resulted in the identification of 1,110 target audience respondents for the complete survey,

defined throughout this report as potential teachers.

Weights were applied to the general cross-section interviews to ensure that the data reflect Census

data on race, age distribution, gender, and college attainment. The results also were compared to

Census data for field of study for undergraduate degree. While the definitions of undergraduate

degree type are categorized differently between the Census and this survey instrument, the results are

similar when combining categories. Weights also were applied to the potential teacher sample to

ensure that the proportion of 24- to 29-year-olds Hispanics, and African Americans reflect what was

found in the general cross-section sample.

The margin of error for the 2,000 cross-section interviews is �2.2 percentage points and �2.9

percentage points for the sample of 1,110 potential teachers.


II. EXECUTIVE SUMMARY

Following is a summary of the key findings from the survey research among 24- to 60-year-olds who

have at least a bachelor’s degree.

Overall the research results find that a significant proportion of college-educated Americans would

consider teaching as a potential future career. Respondents who would consider becoming a teacher

are attracted to the idea because they like the idea of giving back to the community through teaching

and they enjoy working with children. Their own personal financial interests or how others view

teaching are not as great motivators as are the more altruistic aspects of teaching.

Even more respondents, however, might consider becoming a teacher but are deterred by the

expectation that teaching would not pay them enough. The perception of low pay turns some people

off to teaching completely, while some potential teachers indicate they are not considering teaching

in the short term in part due to the salary issue.

Potential teachers offered their preferences for types of teaching positions both in terms of type of

school and the geographic location of the school. Potential teachers prefer high schools or

elementary schools in general, compared with other more challenging, and non-traditional settings. In

terms of geography, a large plurality of respondents said that they do not have a preference for

whether the school is in an urban, suburban, or rural area, though those with a preference do seem to

prefer suburban schools over urban or rural.

Those in the potential teacher pool know little about teacher preparation programs and what is

involved in becoming certified. However, when they hear details, they find the location of the

program, training, real classroom experience, and programs tailored to adults with experience in the

working world to be the most important aspects of a prospective program.

Potential teachers also offer advice to state policymakers about ways to encourage them to become a

teacher. Respondents indicate that ensuring that teacher salaries are adequate and competitive and

improving conditions of schools are the best ways to encourage them to pursue a teaching position.

Consider the following findings:

A significant proportion of 24- to 60-year-olds with at least a bachelor’s degree would consider becoming a teacher in the future. And nearly an equal proportion has considered teaching in the past, which indicates that this is a decision to which they have given significant thought.

� Fully 42% of all respondents say that they would consider teaching in the future.

� Nearly the same proportion (43%) have considered becoming a teacher in the past, including two

in three (66%) potential teachers.

� Potential teachers are more likely to have a postgraduate degree and also are more likely to have

attended selective schools and to report having received above-average grades.

While a significant proportion of respondents would consider becoming a teacher, a majority would not consider teaching in the future. While some just are not interested in teaching at all, others are interested, but cite specific reasons why they would not consider teaching in the future.

� A majority of respondents (58%) are not interested in teaching in the future.

� Three in 10 (30%) respondents who are not interested in teaching in the future say that teaching

has some appeal, but that there are specific aspects of teaching that keep them from considering

becoming a teacher.


� Among those who are interested in teaching but for whom something is preventing them from

seriously considering it, poor pay is by far the biggest reason cited. Fully 44% volunteer this in an

open-ended response.

The qualities that potential teachers are looking for in a job match their view of teaching. Potential teachers are looking for a job that is personally rewarding and allows them to give back to society and make a difference. Significant majorities of them also ascribe these qualities to teaching.

� Fully 68% of potential teachers say that finding a job personally rewarding is an extremely

important job quality for them. And 84% rate finding the job personally rewarding as a very

appealing aspect of teaching.

� Contributing to society and making a difference ranks second on the list of important job

qualities, as 54% of potential teachers say this is extremely important and 78% rate this as a very

appealing aspect of teaching.

In looking at specific teaching positions, both in schools and in geographic settings, potential teachers favor more traditional schools and schools in suburban areas.

� Four in nine (45%) potential teachers find teaching in a high school to be extremely appealing,

while 37% feel similar about teaching in an elementary school.

� Roughly three in 10 potential teachers find a school with children from low-income or

disadvantaged backgrounds to be extremely appealing (32%), as well as a charter school (31%),

or a low-performing school where there is a special need for quality teachers (30%). And only

15% of potential teachers say that they would find a teaching position working with special

education students that have special needs to be extremely appealing.

� A large plurality of potential teachers indicates that the area that the school is in does not make a

difference (47%) to them. However, 35% would prefer a suburban school, with just 11%

indicating their preference for an urban school and 6% for a rural school.

While salary is not a top quality that potential teachers look for in a job, nor one that they ascribe to teaching, ensuring that they receive enough money is important. And potential teachers do have concerns about whether or not teaching will pay enough.

� Low pay is the biggest concern that potential teachers volunteer in their concerns about

becoming a teacher.

� Fully 68% of potential teachers believe that a career in teaching will decrease their salary.

� Only 36% of potential teachers say that a salary under $50,000 would be an acceptable salary for

them.

Potential teachers know little about teacher preparation and licensure. After hearing descriptions of various possible features of preparation pathways, potential mid- and second-career teachers place the greatest import on programs being close to where they live, being tailored to mature adults with work experience, and moving them quickly into the classroom, with experienced teachers available for mentoring and support.

� Nearly three in four (73%) potential teachers know just some (35%) or very little (38%) about

teacher certification programs and only 27% say they know a great deal or quite a bit.


� The most important aspects of a teacher preparation program to these respondents are the

location of the program (68% very important), the program’s offering real classroom experience

(65%), and its being tailored to adults who have been in the working world (63%). Another 56%

of respondents say that ongoing mentoring and support would be a very important aspect of a

teacher preparation program.

Potential teachers were asked what steps policymakers in their state could take to encourage them to teach, and the top responses were ensuring teacher salaries are adequate and competitive, and improving school conditions.

� Fully 43% of potential teachers say that making sure teacher salaries are adequate and competitive

with other fields is the most important step that leaders in their state can take to encourage them

to become a teacher.

� Three in 10 (30%) potential teachers say that improving school conditions so that the teaching

environment is more conducive to successful education is most important to them.

COMMENTARY: Taken together these findings suggest a substantial potential human resource pool available to be tapped for teaching among college-educated adults. They are realists about the challenging conditions and low pay they are likely to encounter in teaching. For many, these are significant deterrents to pursuing a teaching career. However, the intrinsic satisfactions that teaching offers align powerfully with the features these respondents indicate they most strongly seek in a career. Moreover, teaching’s attractiveness as a career choice increases with education level; and individuals of color, who are severely underrepresented in teacher preparation and the teaching profession today (in comparison to the nation’s increasingly diverse student population), are more likely to respond favorably to various reasons to become a teacher. Policymakers concerned about current trends in teaching—substantial impending retirements, unacceptably high levels of turnover among novice teachers, chronic maldistribution of qualified teachers between affluent and low wealth schools, issues of diversity—would do well to pay heed. Although there has been an upsurge in programs to tap career changers in the past 20 years, much more needs to be done to create programs that meet the needs of experienced adult learners, provide the financial incentives that can overcome the practical concerns that respondents’ indicate, and create improved programs of preparation and support for prospective career changers. Tapping their potential will require more than just alternative routes to certification and accelerated routes to the classroom. It will take a more thoughtful approach to identifying and nurturing talent for teaching, and to developing and deploying teaching expertise in the schools where it is needed most. However, there are more than enough examples of programs that do this well. The policy changes that would open teaching to a far broader talent pool are well within the nation’s grasp if the public and political will to implement them can be effectively mobilized.

COMMENTARY: For those outside of teaching, the processes of preparation and licensure are often confusing. Like the moving staircases in Harry Potter’s Hogwarts, licensure requirements seem to be constantly shifting. Developing clearer pathways to teaching, that are time-shortened but do not shortchange quality, will be essential to tap the pool of potential teachers. Prospective midcareer teachers also realize their likelihood of success in the first years of teaching will be enhanced if they can count on the support of experienced mentor teachers.


III. OVERVIEW OF THE SAMPLE

A large proportion of all respondents would consider teaching in the future, and an equally large

proportion has considered teaching in the past.

Overall, 42% of 24- to 60-year-olds with at least a bachelor’s degree would consider becoming a

teacher. This is a surprisingly high proportion and suggests that there is a large pool of potential

teachers available. Those working in engineering/scientist (48%) and IT (49%) professions are

somewhat more likely to say they would consider teaching in the future, while those in the medical

profession (26%) are less likely to say they would consider teaching.

Not only do two in five respondents say they would consider teaching in the future, but 43% also say

that they have considered becoming a teacher in the past, including two in three (66%) potential

teachers. This suggests that potential teachers (those who say they would consider becoming a

teacher) are not making this decision casually.

Fully 83% of potential teachers have a friend, family member, or both who are teachers. While we did

not ask this question of those who are not interested in teaching and therefore we do not have this as

a point of comparison, the data indicate that knowing someone who teaches is a positive factor. In

fact, 35% of potential teachers say

the experience of a close friend or

family member has made them

more likely to want to be a teacher,

while 18% say their experience has

made them less likely (45% say this

has not made a difference either

way.) Those who would consider

teaching now or in the next few

years are much more likely to say

that the experience of a close

friend or family member has made

them more likely to want to be a

teacher.

The table on the next page

compares all survey respondents, all potential teachers, and potential teachers that would consider

teaching within the next five years. Potential teachers are more likely to have a postgraduate degree

and also are more likely to have attended selective schools and received above-average grades (self-

reported). Nearly half of potential teachers (27% of all respondents) say they would consider

teaching in the next five years, as 21% say they are considering teaching either now, or in the next

year or two, and another 28% say they are considering teaching in the next three to five years. This

group generally is more female (61%) and is also more likely to comprise 50- to 60-year-olds and fully

74% considered becoming a teacher in the past. It is reasonable to consider that this group is the

“low-hanging fruit”—the most promising segment of the potential teacher pool from a near-term

recruitment perspective.

Experience of Friends/Family Members More Likely to Become a

Teacher %

Less Likely to Become a

Teacher %

All potential teachers 35 18

Consider teaching now 47 10

Consider in a year or two 45 18

Consider in three to five years 38 16

Consider in six to ten years 33 19

Consider in eleven years or more 31 18


Further refining the target group, we find that 46% of potential teachers who would consider teaching

in the next five years say a salary of under $50,000 would be acceptable to them. This group is also

much more likely to be women (69%), have a bachelor’s degree rather than a postgraduate degree

(70%), and are more likely to have a household income of less than $75,000 (35%).

Another target group to consider are potential teachers who find teaching in a high school to be

extremely appealing. Four in nine (45%) potential teachers fall into this category. Compared with all

potential teachers, they are more likely to be men (55% vs. 46%), have a postgraduate degree (50%

vs. 42%), attended selective colleges and received above average grades (44% vs. 38%), and have a

STEM major/postgraduate degree (37%), compared with 33% of all potential teachers.

Overall, 50% of potential teachers say they want to try teaching for a few years and then make a

decision about whether it is right for the long-term. For these respondents, teaching is a career

experiment and something that they want to try rather than completely commit to. Twenty-four- to

34-year-olds (61%) and Hispanics (66%) are more likely to feel this way. Another 22% say that

teaching is what they want to do for the rest of their full-time work life, and those who would

consider teaching now (47%) are much more likely to feel this way. One in four (24%) potential

teachers would like to teach and then pursue another career in education (14%) or outside of

education (10%).

Profile of Respondents

All Respondents

%

All Potential Teachers

%

Potential Teachers: Consider Within

5 Years %

All respondents 100 42 27 Men 48 46 39 Women 52 54 61 Age 24 to 29 13 14 13 Age 30 to 39 30 28 22 Age 40 to 49 30 31 31 Age 50 to 60 27 27 34 Whites 79 81 79 African Americans 4 5 6 Hispanics 4 5 6 Bachelor’s degree 68 58 62 Some postgraduate work 3 5 6 Postgraduate degree 22 28 26 Doctoral/law degree 7 9 6 Considered becoming a teacher in past 43 66 74 Selective school: Above avg. grades 30 38 38 EMPLOYED 82 82 76 NOT EMPLOYED 18 18 24 Household Income: Less than $75K 18 22 24 Household Income: $75K-$100K 16 18 19 Household Income: More than $100K 45 44 42


While 42% of all respondents indicate that they would be interested in teaching in the future, a

majority of respondents (58%) are not interested. For those who would not consider teaching, a

plurality (39%) say it is because they would not pursue any new career at this stage in their life. And

this is more of an issue for older respondents, as fully 54% of 50- to 60-year-olds say this is the case.

Another 22% say that teaching is not something that they are interested in. However, three in 10

(30%) respondents who would not consider teaching say teaching has appeal, but there are specific

aspects of teaching why they would not consider teaching. Respondents that are more likely to fall

into this category include 24- to 34-year-olds (38%) and unmarried women (35%).

Among those that are interested in teaching but some aspect is preventing them from seriously

considering it, poor pay is by far the biggest reason cited. Fully 44% volunteer this in an open-ended

response. This suggests that there are many more potential teachers that are being left on the table

due to salary considerations. In the open-ended response, low pay is much more of a perceived

problem for men than women (56% to 33%) and 24- to 39-year-olds (54%) than 40- to 60-year-olds

(34%). Pay also is more of a problem for those with a postgraduate education than a four-year college

degree (53% to 40%). While the sample sizes are small, there does appear to be a correlation with

household income, where the higher the respondents income, the more pay becomes a reason for not

pursuing a job in teaching. We will explore the economics of teaching, and the role of teacher pay in

greater detail later in this report. It is a subject that cannot be overlooked when trying to find ways to

attract new teachers to the profession.

COMMENTARY: The data on potential teachers, and on the subset that Hart Research have called low-hanging fruit, is heartening. It shows that a sizable segment of the college-educated population would be willing to consider a career change to teaching within the next five years, particularly if there were a more favorable set of incentives and appropriate programs of training and licensure to prepare them. Individuals in this group are more likely to have obtained post-graduate degrees, and (by self-report) attended selective universities and attained above-average grades than those in the general population, another encouraging sign.

In addition, the survey specifically probed potential interest in teaching among individuals with STEM backgrounds, given the shortage of science and mathematics teachers and growing policymaker interest in STEM education. The strong interest among individuals with scientific, engineering and IT backgrounds is another reason why the human resource pool represented by potential career changers is critical teacher potential ready to be tapped. The somewhat more tepid response from individuals with medical backgrounds is understandable, given the extent of education and commitment that physicians need to demonstrate, the salary disparities that exist between medicine and teaching, and the growing trend in nursing to set market-based compensation rates that well exceed those of teachers.


IV. THE APPEAL OF TEACHING

Potential teachers are looking for a job that is personally rewarding and allows them to give back to

society and make a difference. These are qualities that significant majorities ascribe to teaching. Part

of this is undoubtedly self-selection; that is, these are reasons why these respondents said that they

would consider teaching in the first place. Still, what is encouraging is that their view of teaching still

matches up nearly identically with the job qualities that they are looking for.

In volunteered, open-ended responses, positive reasons most cited by potential teachers about

becoming a teacher were mostly focused on inspiring children and making a difference. A sampling of

these open-ended, verbatim responses provides a look at what potential teachers find so appealing

about teaching in their own words:

“The ability to help children and impact their lives.”

“Help to mold children and help them become better members of society.”

“Building the future for children. Feeling worthwhile.”

“Give back to children and to be a part of changing the education system and what the children would give to me.”

“Making a great contribution to the children’s future.”

Fully 68% of potential teachers say that finding a job personally rewarding is an extremely important

job quality for them. And 84% rate finding the job personally rewarding as a very appealing aspect of

teaching. Contributing to society and making a difference ranks second on the list of important job

qualities, as 54% of potential teachers say this is extremely important and 78% rate this as a very

appealing aspect of teaching. There are economic differences here, as 64% of those who say the

minimum salary they would need to consider teaching would be less than $40,000 say that

contributing to society is an extremely important job quality, while only 43% of those who say that

they would need at least a salary of $80,000 feel similarly. It is also worth noting that potential

teachers that are committed to making teaching a career are more likely than potential teachers

overall to find altruistic aspects of a job to be extremely appealing. This includes finding the job

personally rewarding (76% among those who say teaching would be a career, 68% overall) and

contributing to society and making a difference (62% compared to 54%).

Job qualities that focus on salary or how the job is viewed are not as important among all potential

teachers�26% say salary is extremely important. And even lower proportions feel similarly about the

job being held in respect by society (18%) and friends and family respecting the job (14%). However,

there are divisions on salary, as potential teachers who are African-American (59%), Hispanic (45%),

24- to 39-year-old men (39%), and say they need a minimum salary of at least $80,000 (44%) are

more likely to find salary to be important. In addition to salary, there are also several other areas

where there are differences by race. Perhaps related to salary, African-American (58%) and Hispanic

respondents are also more likely than white respondents (34%) to say that retirement benefits are

extremely important. Another notable divide by race are that both African-American (61%) and

Hispanic (53%) respondents are more likely than white (27%) respondents to say that opportunities

for professional growth is an extremely important aspect of a job.

There are also two areas where younger potential teachers, those 24-29, differ from potential teachers

overall in terms of job qualities. Younger potential teachers place greater importance on health care

benefits (85% say extremely or quite important, compared to 72% overall) and family and friends

respecting the job (55% compared to 36%).


Potential teachers also were presented with a series of reasons why they might be interested in

teaching. Again, we find that potential teachers are much more motivated by altruistic and

community-driven aspects of teaching than reasons that are focused solely on their personal

fulfillment. Nearly two in three (65%) potential teachers say that a very important reason in

considering becoming a teacher is that they enjoy working with young people. This includes 73% of

40- to 60-year-old women. And 58% of potential teachers say that giving back and helping improve

society is a very important reason to consider becoming a teacher, including 71% of African

Americans. Still, this is not to suggest that teachers are solely focused on others when considering

teaching, as a majority (53%) also say that a very important reason for them when considering

teaching is the flexibility that teaching allows, including summers off. Subgroups that are more likely

to say that flexibility is very important include homemakers (77%) and married women (65%).

Importance of Job Qualities Matched With Perceptions of Teaching

Extremely Important

%

Very Appealing Aspect of Teaching (“6/7”)

%

Finding the job personally rewarding 68 84

Contributing to society and making a difference 54 78

Having a schedule that allows you greater free time for family and personal benefits

46

66

Health care benefits 46 56

Having the freedom to do the job in your own way 35 54

Retirement benefits 35 50

Opportunities for professional growth 31 39

Salary 26 39

Opportunities to collaborate with coworkers 20 33

The job being one that is held in respect by our society 18 33

Your friends and family respecting the job 14 28

Important Reasons to Consider Becoming a Teacher Very Important

%

I enjoy working with young people and want to help them succeed 65

Teaching would give me a way to give back and help improve society 58

I like the flexibility that teaching would allow, including having summers off 53

Teaching would be a new challenge that I would enjoy taking on 41

I am particularly interested in a specific subject and would enjoy the opportunity to learn more about it and share this knowledge with others

40

Teaching would offer personal satisfaction and fulfillment that I have not experienced in other fields

35

The health and retirement benefits are appealing to me 35

A teacher changed my life, and I would like to have that impact on others 31

The job security is appealing to me 27

A close friend or family member told me that I would make a good teacher 20


COMMENTARY: These data provide key insights into the motivations of potential mid- and second-career teachers. Historically, teaching has always offered powerful intrinsic rewards, appealing to both the altruistically-oriented and to individuals’ desire to make a difference in children’s lives, the welfare of their community, or the future.

These factors remain vital attractions for potential career changers, as well. However, money matters, and for those with higher incomes, in particular, the potential impact on household incomes ranks as a serious concern, often outweighing teaching’s intrinsic rewards.

Getting the incentives right is a matter of social policy. It is also a matter of societal economic self-interest, and social justice. The unequal distribution of qualified teachers too often reflects income distribution, with more affluent communities that are able to provide better working conditions and salaries, outbidding low-wealth districts for top teacher talent. This unfairly penalizes low-income children, and creates a kind of rigged casino in public education, in which the house odds of family background and economic advantage are further sweetened by better schools and better teachers.

In terms of international comparisons, U.S. starting salaries are among the lowest of OECD countries, at 81% of per capita GDP, according to a 2007 report by McKinsey & Company. Starting teachers in South Korea and Germany, for example, earn 141% of their nation’s per capita GDP levels. In the best-performing education systems around the world, the status and conditions of the teaching profession are high, and are directly linked to the education and training required for career entry. The intrinsic call to teaching is still a powerful attraction, but money matters, too. And in the increased global competition to develop mindpower, innovation, and creativity, it will come to matter more and more.


V. THE APPEAL OF SPECIFIC TYPES OF TEACHING POSITIONS

Potential teachers were asked their preference about different types of teaching positions both in

terms of type of school and the geographic location of the school. Respondents tended to prefer high

schools or elementary schools in general, compared to more challenging and non-traditional settings.

In terms of geography, a large plurality of respondents said that they do not have a preference for

whether the school is in an urban, suburban, or rural area, though respondents do seem to prefer

suburban schools (35%) over urban (11%) or rural (6%) schools.

Overall, 45% of potential teachers rate teaching in a high school as extremely appealing to them (a

“6” or “7” on a 7-point scale). Men (55%), engineers/scientists (59%), and those with a postgraduate

degree (55%) are more likely to find teaching in a high school to be extremely appealing. Working in

an elementary school is extremely appealing for 37% overall including 51% of women and 43% of

those with a bachelor’s degree. Men are much more likely to prefer high school to elementary school

(55% to 20%), while women are the opposite (37% to 51%). Those who would consider teaching

now are more likely to find all of the options extremely appealing.

More challenging or non-traditional teaching positions are less appealing to potential teachers.

Roughly three in 10 potential teachers find a school with children from low-income or disadvantaged

backgrounds to be extremely appealing (32%), as well as a charter school (31%), or a low-performing

school where there is a special need for quality teachers (30%). Those who are more likely to find a

school with low-income children extremely appealing include unmarried women (39%) and those

who prefer working in an urban school setting (45%). Thirty- to 39-year-old potential teachers are

more likely to find a charter school extremely appealing (40%). Nearly two in five 40- to 60-year-old

women find a low-performing school to be extremely appealing (39%).

Only 15% of potential teachers say that they would find a teaching position working with special

education students to be extremely appealing. Hispanics (33%) are more likely to find working with

special needs students to be extremely appealing.

Appeal of Teaching in Various Positions

Extremely Appealing

(“6/7”) %

Those Who Are More Likely to Find This Position Extremely Appealing

A high school 45 Men (55%), Engineers/scientist (59%), postgraduates (54%)

An elementary school 37 Women (51%), 4-year college (43%)

A school with children from low-income/disadvantaged backgrounds 32

Unmarried women (39%), prefer Urban (45%)

A charter school 31 30- to 39-year-olds (40%)

A low-performing school where there is a special need for quality teachers 30 Women/40 to 60 (39%), prefer Urban

(46%)

A position involving special education for students with special needs 15 Hispanics (33%)


In terms of the geographic location, a large plurality of potential teachers indicates that the area that

the school is in does not make a difference (47%) to them. However, 35% would prefer a suburban

school, with just 11% indicating their preference for an urban school and 6% for a rural school.

Among those who would prefer working in an urban school, fully 75% say that opportunities for

professional growth is extremely or quite important to them which indicates the potential for more of

a need with this group than all potential teachers (59%).

There is some correlation between school preference and where respondents live. For example, while

35% overall prefer a suburban school, among potential teachers who live in a suburban area, this

proportion increases to 50%. Similarly, while 11% overall indicate a preference for an urban school,

19% of urban dwellers prefer this setting. African Americans (30%) and Hispanics (31%) are more

likely to prefer urban schools. And respondents who live in a rural area are more than three times as

likely as all potential teachers to prefer teaching in a rural school (21% to 6%).

COMMENTARY: These findings echo a consistent theme in the research literature (see Encore Performances, a companion volume to this study published by the Woodrow Wilson Foundation): Location is one of the program features that matters most to midcareer teacher candidates, with respect to both their preparation programs and first teacher placements (Boyd et al., 2005; Johnson et al., 2005).

For instance, Johnson et al. (2005) argue that one of the major draws for candidates in alternative programs was the relative convenience of the program—the degree to which the program was designed to be close to where candidates lived and worked. A similar “homing instinct” plays a role in teachers’ choices of where to teach. Research by Boyd et al. (2005) reveals that most teachers in New York state take jobs very close to their hometowns (the towns which they attended high school). In fact, they found that 61% of teachers entering teaching from 1999-2002 took a job within only 15 miles of their hometown. Fully 85% took jobs within 40 miles of their hometowns. These findings held true for both older teachers (born before 1963) and younger teachers (84.6% and 84.8% respectively).

Taken together, these findings suggest that geographical convenience/proximity is as important to midcareer teacher candidates as it has been traditionally in the profession as a whole, where “teaching close to home” has been a strong pattern in teacher labor markets historically.


VI. THE ECONOMICS OF TEACHING

It is clear that many respondents find the idea of teaching to be a personally rewarding, fulfilling, and

attractive career opportunity. However, the economics of teaching are a significant obstacle for many,

including a large proportion of those who say they would not consider teaching in the future. Even

among potential teachers, a group that states that salary is not one of their top qualities to look for in

a job, ensuring that they receive enough money to make teaching a feasible proposition is important.

While potential teachers are not looking for teaching to make them rich financially, they do need

reassurance that they can provide for themselves if they decide to pursue a teaching position. In fact,

low pay is the biggest concern that potential teachers mention in open-ended responses about

becoming a teacher.

The following table reinforces that salary does in fact play a factor in whether or not potential

teachers may consider actually pursuing a teaching position. Those with lower incomes and lower

expectations for a minimum salary for teaching are more likely to consider becoming a teacher in the

shorter term. Conversely, those with higher incomes and higher expectations for a minimum salary

are more likely to say that they will consider teaching in the longer term. While it is impossible to

know for sure, those who say they are more likely to consider teaching sooner are probably more

”recruitable,” and more likely to actually pursue a teaching position. As such, the table shows how

important a factor salary is.

Fully 68% of potential teachers believe that a career in teaching will decrease their salary. This belief

is much stronger among those with a spouse who is not employed (88%), married men (86%),

engineers/scientists (91%), those with a postgraduate degree (76%), and those with a STEM major or

postgraduate degree (81%). As the table on the next page indicates, again we find that the

expectations for a minimum teacher salary, household income, and how soon respondents would

The Economics of Teaching I (At What Point Would You Consider Becoming A Teacher?)

Now/ 1 to 2 years %

3 to 5 years %

6 to 10 years %

11 to 20 years %

All potential teachers 21 28 22 14

Adults whose income is:

Less than $75K 25 28 19 8

$75K to $100K 23 28 20 11

More than $100K 18 28 24 17

Adults who want a minimum teaching salary of:

$20K to $39K 33 38 16 5

$40K to $49K 26 32 17 11

$50K to $59K 19 29 20 15

$60K to $79K 14 27 28 15

$80K or more 11 13 30 28


consider teaching are major factors in whether respondents believe they will see an increase or

decrease in salary.

Respondents were asked what the minimum annual salary would have to be for them to consider

teaching, assuming that the position came with good health and retirement benefits. The following

table shows that those with a lower household income are more likely to be satisfied with a lower

annual salary. Additionally, there are significant breaks by gender, as women, particularly those 24 to

39 years of age, are more likely to cite a lower income threshold.

The Economics of Teaching II (I Expect That A Career In Teaching Would Mean…)

A Salary Increase

%

A Salary Decrease

%


Adults whose income is:

Less than $75K 23 48

$75K to $100K 14 68

More than $100K 11 80

Adults who want a minimum teaching salary of:

$20K to $39K 33 34

$40K to $49K 18 60

$50K to $59K 12 74

$60K to $79K 9 80

$80K or more 4 93







By 56% to 40%, potential teachers say it is more unlikely than likely that teaching might actually pay

their minimum salary that they would need to consider teaching. We continue to see breaks by

household income, as well as by what respondents said their minimum salary would need to be.

The Sweet Spot: Salary Would Need To Be….

$20,000-$39,000

%

$40,000-$49,000

%

$50,000-$59,000

%

$60,000-$79,000

%

$80,000 or More

%

All potential teachers 12 24 21 24 13

Men/24-39 3 17 24 28 23

Men/40-60 8 21 18 27 17

Women/24-39 23 32 18 17 6

Women/40-60 13 25 23 26 7

Unmarried men 11 36 21 22 8

Married men 5 16 20 29 23

Unmarried women 19 28 22 21 7

Married women 17 28 21 22 7

Income: Less than $75K 25 36 16 16 2

Income: $75K to $100K 16 27 23 22 10

Income: More than $100K 6 17 23 30 18

4-year college 15 28 19 22 10

Postgraduates 8 19 24 27 16

Consider teaching now 20 30 17 18 9

Consider in a year or two 20 30 21 15 5

Consider in three to five years 16 27 21 24 5

Consider in six to ten years 9 19 19 31 17

Consider in eleven years or more 3 18 23 26 25

How Likely Will Teaching Position Pay Your Minimum Salary?

Likely %

Unlikely %


Minimum Teaching Salary: $20K to $39K 76 17




Minimum Teaching Salary: $80K or more 12 87


VII. TEACHER CERTIFICATION PROGRAMS

By definition, potential teachers are interested in teaching. However, they know little about teacher

preparation and certification programs. Once potential teachers are presented with various aspects of

such programs, they place the greatest importance on these programs being close to where they live,

include clinical training in real classrooms with experienced teachers, are tailored to mature adults

with work experience, and provide ongoing mentoring and support during their initial years in the

classroom.

Overall, nearly three in four (73%) potential teachers know just some (35%) or very little (38%)

about teacher certification programs and only 27% know a great deal or quite a bit. Those who would

consider teaching now (36%) are somewhat more knowledgeable.

When it comes to aspects of a teacher preparation program, 68% say that the location of the program is

very important. Married women (78%) are significantly more likely to say location is a very important

aspect, as are those who say an elementary school would be an extremely appealing place to teach

(77%), and those who would prefer teaching in a suburban setting (73%) or rural setting (74%). Beyond

that, real classroom experience (65%), and a program that is tailored to adults who have been in the

working world (63%) also are high on the list as important aspects of a teacher preparation program.

Real classroom experience is more likely to be a very important aspect of a program for homemakers

(80%), married women (78%), those who prefer an elementary school (75%), and potential teachers

that favor teaching in a rural school (74%). Tailoring the training program to adults with working

experience is the most important aspect for men (63% very important) and is viewed as more important

among older respondents than among younger potential teachers (ages 24-29: 49%; ages 50-60:72%).

While 56% of potential teachers say that ongoing mentoring and support is a very important aspect of a

teacher preparation and licensure program, there is a definite gender gap here as 63% of women say this

is very important to them, but only 47% of men agree.

COMMENTARY: This kind of gender gap has also been observed in previous qualitative research on mid career changers. Some men adopted what Helen Freidus termed a “facade of confidence”, an attitude that was equated with competence in their former work lives but could serve to block their receptivity to feedback from more experienced colleagues in the classroom.

While providing health insurance during training is not at the top of the list overall (45% say very important), among potential teachers with incomes of less than $75,000, three in five (60%) indicate that this is very important to them. Those with a lower income also are more likely than average to say that providing monetary incentives during training is very important (45%).


Potential teachers also were asked to select from four broader categories about which one is the most

important factor for them in deciding to go through a teacher preparation program. The overall

findings show that potential teachers are divided, as 32% indicate that the most important factor is

that the program be of a high quality and include classroom training with experienced teachers.

Another 26% say that the most important factor is a program that is long enough to provide sufficient

training, but allows you to begin teaching in a reasonable time. Potential teachers who would

consider teaching now are more interested in a program that would allow you to begin teaching in a

reasonable time (34%). One in four (24%) potential teachers says that the most important aspect is

that the program be tailored to adults and their experiences in the working world. The older

respondents are the more likely they are to prefer a program that is tailored to adults with working

world experience. Providing financial incentives and health benefits did finish lower on this measure

overall (15%), however, African Americans (35%), 24- to 29-year-olds (25%), unmarried women

(24%), and those with household incomes of less than $75,000 (24%) are more likely to cite this.

Potential teachers were read the following description of a teacher preparation program, drawn from a

new Teaching Fellowship established by the Woodrow Wilson National Fellowship Foundation, and

the reaction was largely favorable.

This program would be a highly selective fellowship that would last for one year and result in the awarding of a master's degree in education. As part of the program, each participant would receive a thirty-thousand-dollar stipend to attend graduate education programs at a select group of leading universities across the country, including in your own state. Following the completion of the program, you would be required to teach for three years in a well-functioning, but high-need, urban or rural school. You would have an expert mentor to work with you during this period.

Nearly two in three respondents find the description to be appealing (64%). As the table on the next

page indicates, women, particularly women 24 to 39 (74% appealing), African Americans (76%),

Hispanics (76%), and those with lower incomes and lower expectations for a teaching salary are more

likely to find the program appealing. Also, 81% of those who would consider teaching now find the

program to be appealing.

Aspects of Teacher Preparation and Licensure Program Very

Important %

The geographic location of the program is close to where you live 68

The program includes clinical training in real classrooms with experienced teachers 65

The training program is tailored to adults who already have experience in the working world, and builds upon their experience and maturity

63

Ongoing mentoring and support would be available to you throughout your initial years in the classroom

56

The institution where the program is being offered has a strong academic reputation 53

The program provides health insurance coverage for both individuals and families during training

45

You could start teaching after going through a six-week intensive training program 44

The program is designed to help you be successful in promoting academic achievement with educationally disadvantaged students 38

The program provides monetary incentives during training 33


Reaction to Teacher Preparation Program

Very/fairly appealing

%

Just somewhat/ not that appealing

%


Men/24 to 39 64 36

Men/40 to 60 55 45

Women/24 to 39 74 25

Women/40 to 60 68 31

Whites 65 34

African Americans 76 24

Hispanics 76 24

Spouse Employed 68 32

Spouse Not Employed 53 47

4-year college graduate 69 31

Postgraduate 59 40

STEM Major/Postgrad. 63 37





Minimum Teaching Salary: $80K or more 48 52

Income: Less than $75K 74 25

Income: $75K to $100K 75 25

Income: More than $100K 62 38







VIII. ACTIONS FOR POLICYMAKERS

The data show that there are a significant proportion of 24- to 60-year-olds with at least a bachelor’s

degree who are open to becoming a teacher. While 42% say they would consider teaching in the

future, it is an open question as to how many of them will actually step foot in the classroom.

Potential teachers were asked what steps policymakers in their state could take to encourage them to

teach, and 43% say that making sure teacher salaries are adequate and competitive with other fields is

an important step�the top selection. An even greater proportion of those under 40 say this is an

important step for state policymakers to take. Perhaps related, among those who would consider

teaching, but not for 11 years or more, 53% say salaries are an issue that needs to be addressed.

Overall, 19% of potential teachers cite another economic aspect, providing financial incentives to

make the transition to teaching more affordable. Among those who would consider teaching now,

28% say that providing financial incentives to ease the transition to teaching is one of the most

important steps to take.

Three in 10 (30%) potential teachers say improving the conditions of schools would be one of the

most important steps that policymakers could take to encourage them and 23% feel similarly about

developing the right kind of certification programs that ease new teachers into the career. At the same

time, paying teachers more based on their ability to improve student performance—i.e. merit pay,

only garnered a tepid response (21%) among potential teachers, although 30% of Hispanic

respondents cited this as one of the most important steps that leaders in their state could take to

encourage a career change to teaching.

Throughout the survey, respondents have made it clear that while many find teaching to be appealing

and rewarding, the issue of pay has to be addressed. It is worth noting that 42% of those who say that

the minimum salary that they would need to consider teaching would be between $40,000 to $49,000

say this is an unlikely salary to receive as a teacher. And according to the American Federation of

Teachers’ Survey and Analysis of Teacher Salary Trends published last year, they are right. In the

2004-05 school year, no state had a beginning teacher salary of $40,000. However, twelve states had

How To Encourage Potential Teachers To Teach (One or two most important steps)

% Make sure that teacher salaries are adequate and competitive with other fields

43

Improve the condition of schools, so that the teaching environment is more conducive to successful education

30

Develop the right kind of training and certification programs that ease the transition into a teaching career

23

Pay teachers more based upon their ability to improve student performance or teach in high need fields or disciplines 21

Provide financial incentives to make the transition to teaching more affordable

19

Provide continuity of health benefits during the transition to teaching 10

Promote respect for teachers and teaching, as a valued profession 10


a beginning salary of at least $35,000, and thirty states had a beginning salary of at least $30,000. So

matching our survey results with actual salary data does show that school systems could attract

significantly more teachers by increasing teacher salaries by modest levels.3

3 http://www.aft.org/salary/2005/download/AFT2005SalarySurvey.pdf

COMMENTARY: There has been a significant increase over the past two decades in programs designed to bring mid- and second-career professionals and other delayed entrants into teaching. Research indicates that these programs have the ability to attract a more diverse pool of potential teachers in terms of age, gender, race, ethnicity, and prior experience. However, more targeted efforts are needed to attract candidates with the most desirable mix of skills, expertise, and content knowledge and develop programs that effectively tap their potential for promoting better learner outcomes.

Greater incentives (in the form of stipends, partial salary support, and loan forgiveness) are needed to support midcareer changers in making successful transitions to teaching. At the same time, teacher educators and school district leaders should expand opportunities for prospective mid- and second-career candidates to explore teaching through short-term or part-time roles in schools.

Finally, prospective mid- and second-career teachers want to be effective in the classroom. Their success hinges upon excellent, targeted teacher preparation, as well as supported positive initial teaching experiences. Current programs of teacher preparation may require considerable reengineering to accomplish this.

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